• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.23-47
• /
• 2017

The purpose of this study is to analyze the types of errors that may occur in the four arithmetic operations of the fractions after classified according to the level of academic achievement for sixth-grade elementary school student who Learning of the four arithmetic operations of the fountain has been completed. The study was proceed to get the information how change teaching content and method in accordance with the level of academic achievement by looking at the types of errors that can occur in the four arithmetic operations of the fractions. The test paper for checking the type of errors caused by calculation of fractional was developed and gave it to students to test. And we saw the result by error rate and correct rate of fraction that is displayed in accordance with the level of academic achievement. We investigated the characteristics of the type of error in the calculation of the arithmetic operations of fractional that is displayed in accordance with the level of academic achievement. First, in the addition of the fractions, all levels of students showing the highest error rate in the calculation error. Specially, error rate in the calculation of different denominator was higher than the error rate in the calculation of same denominator Second, in the subtraction of the fractions, the high level of students have the highest rate in the calculation error and middle and low level of students have the highest rate in the conceptual error. Third, in the multiplication of the fractions, the high and middle level of students have the highest rate in the calculation error and low level of students have the highest rate in the a reciprocal error. Fourth, in the division of the fractions, all levels of students have the highest r rate in the calculation error.

• Journal of the Korean Data and Information Science Society
• /
• v.23 no.5
• /
• pp.905-912
• /
• 2012

We are dealing with the Bayes' rule education tool with Excel Macro and its usage example. When an event occurs, we are interested in whether it does under certain conditions or not. In this case, we use the Bayes' rule to calculate the probability. Bayes' rule is very useful in making decision based on newly obtained statistical information. We introduce an efficient self-teaching educational tool developed to help the learners understand the Bayes' rule through intermediate steps and descriptions. The concept and examples of intermediate steps such as conditional probability, multiplication rule, law of total probability, prior probability and posterior probability could be acquired through step-by-step learning. All the processes leading to result are given with diagrams and detailed descriptions. By just clicking the execution button, users could get the results in one screen.

• KIPS Transactions on Software and Data Engineering
• /
• v.9 no.3
• /
• pp.83-90
• /
• 2020

Prototype selection offers the advantage of ensuring low learning time and storage space by selecting the minimum data representative of in-class partitions from the training data. This paper designs a new training data generation method using hyper-rectangles that can be applied to general classification algorithms. Hyper-rectangular regions do not contain different class data and divide the same class space. The median value of the data within a hyper-rectangle is selected as a prototype to form new training data, and the size of the hyper-rectangle is adjusted to reflect the data distribution in the class area. A set cover optimization algorithm is proposed to select the minimum prototype set that represents the whole training data. The proposed method reduces the time complexity that requires the polynomial time of the set cover optimization algorithm by using the greedy algorithm and the distance equation without multiplication. In experimented comparison with hyper-sphere prototype selections, the proposed method is superior in terms of prototype rate and generalization performance.

• Journal of Educational Research in Mathematics
• /
• v.22 no.4
• /
• pp.477-494
• /
• 2012

This study is to review the content organization and developmental ways of the unit on the mixed calculations and explore the alternatives on the basis of students' responsive examples and error patterns with relation to the mixed calculations, mnemonics of PEMDAS and historical context with relation to the order of operations. Then I analyzed the textbook and manual for teachers of the unit of mixed calculations of fourth grade and improvement about teaching the mixed calculations. First, I pointed out illogical connection between practical problem and rules of order of operations. Second, I suggested constructing a textbook by considering conventional character of order of operations. Third, I pointed out the importance of structural understanding of an expression of mixed calculations and various strategies with relation to teaching and learning. This study is suggestive for textbook development of the mixed calculations.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.7 no.5
• /
• pp.34-45
• /
• 1997

In this paper, we present hardware implemcntation of self-organizing feature map (SOFM) neural networkwith constant adaptation gain and binary reinforcement function on FPGA. Whereas a tnme-varyingadaptation gain is used in the conventional SOFM, the proposed SOFM has a time-invariant adaptationgain and adds a binary reinforcement function in order to compensate for the lowered abilityof SOFM due to the constant adaptation gain. Since the proposed algorithm has no multiplication operation.it is much easier to implement than the original SOFM. Since a unit neuron is composed of 1adde $r_tracter and 2 adders, its structure is simple, and thus the number of neurons fabricated onFPGA is expected to he large. In addition, a few control signal: ;:rp sufficient for controlling !he neurons.Experimental results show that each componeni ot thi inipiemented neural network operates correctlyand the whole system also works well.stem also works well.

• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.1
• /
• pp.125-143
• /
• 2012

This study is designed to see the characteristics of elementary students' arithmetic error patterns and error rates by going up grades and to draw some implications for effective instruction. For this, 580 elementary students of grade 3-6 are tested with the same subtraction, multiplication and division problems. Their errors are analyzed by the frame of arithmetic error types this study sets. As a result of analysis, it turns out that the children's performance in arithmetic get well as their grades go up and the first learning year of any kind of arithmetic procedures has the largest improvement in arithmetic performance. It is concluded that some arithmetic errors need teachers' caution, but we fortunately find that children's errors are not so seriously systematic and sticky that they can be easily corrected by proper intervention. Finally, several instructional strategies for arithmetic procedures are suggested.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.19 no.3
• /
• pp.165-171
• /
• 2019

The study of the computer architecture has shown that major improvements in price-to-energy performance stems from domain-specific hardware development. This paper analyzes the tensor processing unit (TPU) ASIC which can accelerate the reasoning of the artificial neural network (NN). The core device of the TPU is a MAC matrix multiplier capable of high-speed operation and software-managed on-chip memory. The execution model of the TPU can meet the reaction time requirements of the artificial neural network better than the existing CPU and the GPU execution models, with the small area and the low power consumption even though it has many MAC and large memory. Utilizing the TPU for the tensor flow benchmark framework, it can achieve higher performance and better power efficiency than the CPU or CPU. In this paper, we analyze TPU, simulate the Python modeled OpenTPU, and synthesize the matrix multiplication unit, which is the key hardware.

• Education of Primary School Mathematics
• /
• v.22 no.2
• /
• pp.129-147
• /
• 2019

Because of the various concepts and meanings of fractions and the difficulty of learning, studies to improve the teaching methods of fraction have been carried out. Particularly, because there are various methods of teaching depending on the type of fractions or the models or methods used for problem solving in fraction operations, many researches have been implemented. In this study, I analyzed the fractional operations of CCSSM-CA and its U.S. textbooks. It was CCSSM-CA revised and presented in California and the textbooks of Houghton Mifflin Harcourt Publishing Co., which reflect the content and direction of CCSSM-CA. As a result of the analysis, although the grades presented in CCSSM-CA and Korean textbooks were consistent in the addition and subtraction of fractions, there are the features of expressing fractions by the sum of fractions with the same denominator or unit fraction and the evaluation of the appropriateness of the answer. In the multiplication and division of fractions, there is a difference in the presentation according to the grades. There are the features of the comparison the results of products based on the number of factor, presenting the division including the unit fractions at first, and suggesting the solving of division problems using various ways.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.1
• /
• pp.43-64
• /
• 2010

This study aimed to foster the learning abilities of mathematics, that is, along with the formation of a sure mathematical concept, extending the powers of doing mathematics, and bringing the creativities for 3rd grade elementary school children. In order to achieve these objects, we have executed mathematical classes for two consecutive hours of 16 times using the teaching model of [Learning contents in textbook]$\rightarrow$[The first problem Posing]$\rightarrow$[Problem solving to childrens' posing some problems]$\rightarrow$[Advanced problem posing] to 3rd grade school children during the first semester of 2009. In this paper, we analyzed problems that are made by children focusing on the four fundamental rules +, -, ${\times}$, $\div$ of arithmetic, with the view points of problem's completion, fluencies, flexibilities, buildings of concept, originalities and using materials. As a result of the comparative analysis of the first problems and advanced problems made by the children, the first problems were revealed to be rather better in of problem's completion and fluencies. And the flexibilities were improved in the division and multiplication classes carried on. Setting up the experimental and comparative class, we compared to the scholastic achievement of two classes for the beginning and end in the first semester. In the result, the former was improved in the scholastic achievement more than the latter.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.305-321
• /
• 2015

This study started with wondering whether the nonproportional model used in unit assessment for 2nd graders is appropriate or not for them. This study aims to explore the applicability of the nonproportional model to 2nd graders when they learn about numbers. To achieve this goal, we analyzed elementary mathematics textbooks, applied two kinds of tests to 2nd graders who have learned three-digit numbers by using the proportional model, and investigated their cognitive characteristics by interview. The results show that using the nonproportional model in the initial stages of 2nd grade can cause some didactical problems. Firstly, the nonproportional models were presented only in unit assessment without any learning activity with them in the 2nd grade textbook. Secondly, the size of each nonproportional model wasn't written on itself when it was presented. Thirdly, it was the most difficult type of nonproportional models that was introduced in the initial stages related to the nonproportional models. Fourthly, 2nd graders tend to have a great difficulty understanding the relationship of nonproportional models and to recognize the nonproportional model on the basis of the concept of place value. Finally, the question about the relationship between nonproportional models sticks to the context of multiplication, without considering the context of addition which is familiar to the students.